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Engaging students with well-designed multiple-choice questions during classand asking them to discuss their answers with their peers after each studenthas contemplated the response individually can be an effective evidence-basedactive-engagement pedagogy in physics courses. Moreover, validated sequences ofmultiple-choice questions are more likely to help students build a goodknowledge structure of physics than individual multiple-choice questions onvarious topics. Here we discuss a framework to develop robust sequences ofmultiple-choice questions and then use the framework for the development,validation and implementation of a sequence of multiple-choice questionsfocusing on helping students learn quantum mechanics via the Stern-Gerlachexperiment that takes advantage of the guided inquiry-based learning sequencesin an interactive tutorial on the same topic. The extensive research indeveloping and validating the multiple-choice question sequence strives to makeit effective for students with diverse prior preparation in upper-levelundergraduate quantum physics courses. We discuss student performance onassessment task focusing on the Stern-Gerlach experiment after traditionallecture-based instruction vs. after engaging with the research-validatedmultiple-choice question sequence administered as clicker questions in whichstudents had the opportunity to discuss their responses with their peers.

european journal of physics

Improving student understanding of quantum mechanics underlying the  Stern-Gerlach experiment using a research-validated multiple-choice question  sequence